Engaging the control-value theory: a new era of student response systems and formative assessment to improve student achievement

Kimberly Coy,Colleen Torgerson,Juliet Wahleithner,Susan Tracz,Mary W Paul

doi:10.25304/rlt.v28.2454

Kimberly Coy, Colleen Torgerson + Show 3 more

Open Access

https://doi.org/10.25304/rlt.v28.2454

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Abstract

The use of student response systems (SRS) in the form of polling and quizzing via multiple choice questions has been well documented in the literature (Caldwell 2007). This study addressed the gap in the literature and considered content-generating SRS, such as Socrative and Google Slides, during formative assessment activities in college composition courses. Content-generating SRS display student responses to formative assessment questions, and instructors are able to evaluate and adjust course material and feedback in real-time. Quantitative data measuring student perception using Likert-scale surveys and student achievement using essay scores were collected. The statistically significant results between the treatment and control groups for essay scores are objective measurements of student achievement and have implications for how to support both students and faculty in innovative curriculum design. Content-generating SRS allow for a more robust illustration of student understanding and can be adopted for larger lecture classes.

Highlights

As a growing number of higher education institutions attempt to meet the demands of a new generation of digital learners, faculty adoption of teaching with technology becomes a priority and a challenge (Myers et al 2004)
The main purpose of this study was to determine if the use of content-generating SRS as formative assessment in freshman writing courses had any effect on students’ perception of their learning, and on students’ achievement scores on writing projects
This study considered content-generating SRS applications that allowed students to add text and content of their own in response to formative assessment

Summary

Introduction

As a growing number of higher education institutions attempt to meet the demands of a new generation of digital learners, faculty adoption of teaching with technology becomes a priority and a challenge (Myers et al 2004). Higher education institutions have been funding teaching-with-technology initiatives for years, yet adoption of technology in the college curriculum has not met expectations (Weimer 2013). This conversation has been in existence for multiple decades (Spotts 1999). A potential catalyst for faculty adoption is to view the learning environment from the student lens. The use of student response systems (SRS) in the form of polling and quizzing via multiple choice questions has been well documented in the literature

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